Osman

PAST PERFECT - B2 level

PAST PERFECT B2 level

Description

IN THIS LESSON, THE STUDENTS LEARN PAST PERFECT THROUGH GUIDED DISCOVERY BASED ON A READING TEXT ABOUT MACHU PICHU.

Materials

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No materials added to this plan yet.

Main Aims

To provide clarification, review and practice of past perfect in the context of machu picchu

Subsidiary Aims

To provide gist and scan reading practice using a text about macchu picchu in the context of macchu picchu

To provide clarification, review and practice of past perfect in the context of macchu picchu

Procedure (45-59 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T displays the image "Machu Picchu".
T: WHERE IS THIS PLACE?(PERU)
WHAT IS THE NAME OF THE PLACE?(MACHU PICCHU)
WHAT DO YOU KNOW ABOUT MACHU PICCU?(ROYAL ESTATE, 2500 ABOVE THE
SEA LEVEL, BELIVED TO BE BUILT IN THE MID-1400'S)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T gives the handout " Vocabulary"
T: LOOK AT THE WORDS
TELL EACH OTHER THE ONES YOU KNOW
FOR THE REST WORK AS A TEAM
FIND THE MEANINGS AND PASS EACH OTHER
T: READ THE QUESTIONS IN 2.1 PART 2
READ THE TEXT IN PART 3
ANSWER THE QUESTIONS
DO IT ALONE
ICQ: WHAT DO YOU DO?
T: CHECK WITH YOUR PARTNER
T REVEALS THE KEY

T writes the marker sentence:
"Machu Picchu had remained hidden until it was rediscovered in 1911."
T: WHAT IS THE MAIN VERB?
HOW MANY EVENTS ARE THERE IN THIS SENTENCE?(TWO)
DID THEY HAPPEN IN THE PAST?(YES)
WHICH ONE DID HAPPEN FIRST?
WHICH ONE DID HAPPEN SECOND?

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T draws the timeline:
X X now
past __________________________________________I_________________future
T: WHERE DO I MARK THE DISCOVERY OF MACHU PICCHU?
WHERE DO I PUT MACHU PICCHU HAD KNOWN?
HAD WE KNOWN ANYTHING ABOUT MACHU PICCHU BEFORE IT WAS
DISCOVERED?(NO)
T writes "use past perfect"
1) to describe one thing happened before another.
Ex: I hadn't heard Machu Picchu before I read about it in secondary school.
2) to describe earlier background events that happened before the perceived main
starting point of a story.
Ex: Machu Picchu had been discovered and looted by tomb robbers.
3) to talk about something expected, intended or planned did't happen
Ex: I had to cancel my travel arrangements to Machu after I had bought my ticket.
4) to talk about superlative experiences
Ex: Machu Picchu was the most fascinating place I had ever seen.
5) for the reported speech
Ex: I've never been in Machu Picchu. He said that he had never been in Machu.
6) for beeing polite
Ex: I had wondered if you could tell more about Machu Picchu.
T: WHAT ARE THE TIME EXPREESIONS USED WITH PAST PERFECT?
T writes on the board "Time expressions used with past perfect"
- before, after, just, yet, already, for, since, ever, never, till/until, when, by, by the time
(She had left by 8 o'clock)
T writes (+), (-), (?) sentences and short answers.
T writes the form: (+) subject + had + main verb in past participle
(-) subject + hadn't + main verb in past participle
(?) Had + subject + main verb in past participle
T writes the form for Wh Questions:
Wh question words(When/What/Who/How...)+had+subject+main vern in past participle
CCQ: I HAD SEEN MACHU PICCHU BEFORE I STARTED WORKING. WHICH ONE
HAPPENED FIRST?

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T gives the handout "Unit 15"
T: LOOK AT 15.1
READ THE SITUATIONS
USE THE WORDS IN BRACKETS
WRITE SENTENCES IN PAST PERFECT
DO IT ALONE
ICQ: WHAT DO YOU DO?
T: CHECK WITH YOUR PARTNER
T REVEALS THE KEY

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T: LOOK AT 15.3
SENTENCES ON THE LEFT ARE IN THE ORDER WHICH THEY HAPPENED
YOUR SENTENCES ON THE RIGHT HAVE A STARTING POINT WITH THE
UNDERLINED SENTENCE
USE THE SENTENCES ON THE LEFT AND COMPLETE THEM ON THE RIGH
DO IT ALONE
ICQ: WHAT DO YOU DO?
T: CHECK WITH YOUR PARTNER
T REVEALS THE KEY
T: LOOK AT 15.4
PUT THE VERBS IN BRACKETS INTO THE CORRECT FORM
AND FILL THE GAPS
DO IT ALONE
ICQ: WHAT DO YOU DO?
T: CHECK WITH YOUR PARTNER
T REVEALS THE KEY

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T: LOOK AT PART 3
WRITE A SIMILAR NEWS BULLETIN ABOUT AN ARCHAELOGICAL DISCOVERY IN
TURKEY
USE THE WORDS AT THE BOOTOM OF PART 3
USE PAST PERFECT TENSE
WORK IN PAIRS
ICQ: WHAT DO YOU DO?
T monitors
T: CHOOSE A MEMBER TO READ YOUR NEWS BULLETIN
LISTEN AND MARK THE ERRORS
T asks the students to read
T: WHAT ARE THE ERRORS?
T writes the errors on the board for correction.
T: LOOK AT PART 4
READ THE TEXT
SUMMARIZE THE TEXT TO YOUR PARTNER
T monitors and notes the errors.
T: LOOK AT PART 5
MATCH THE WORDS WITH THE COUNTRIES
DO IT ALONE
ICQ: WHAT DO YOU DO?
T: CHECK WITH YOUR PARTNER
T REVEALS THE KEY
T: WHAT ARE THE SEVEN WONDERS OF THE WORLD?( the Great Pyramid at Giza,
Egypt, the Hanging Gardens of Babylon, the Statue of Zeus at Olympia, Greece,
the Temple of Artemis at Ephesus, the Mausoleum at Halicarnassus,
the Colossus of Rhodes, the Lighthouse at Alexandria, Egypt)
T: DO YOU THINK MACHU PICCHU SHOULD BE ADDED TO THE LIST?
CREATE A LIST OF CRITERIA FOR A PLACE TO BE CONSIDERED AS A WONDER
(TIME SPAN, STRUCTURE QUALITY, GEOGRAPHIC DIMENSION, ARTISTIC AND
CULTURAL VALUE, RECOGNITION FACTOR, DIVERSITY)
CHOOSE HISTORICAL SITES IN TURKEY YOU FEEL THAT THEY SHOULD BE
CONSIDERED AS A WORLD HERITAGE SITE.
WORK IN PAIRS.
T monitors the students.
T asks their choices.
Practice activity
Put students into groups of three or four and give each group a situation. They should keep this secret from other groups.
Parents arrive home from holiday having left their teenage son in charge of the house. They soon realize he’s had a big party while they were away. Start: When they arrived home they saw...
A man arrived home having left his new puppy on its own for the first time. Start: When he arrived home he saw...
Someone arrived home to discover his/her partner has clearly found out about the affair he/she’d been having with his/her secretary. Start: When s/he arrived home s/he saw...
A teacher came back into the class and realized she shouldn’t have left the students on their own for that long. Start: She walked back in and saw...
The teacher needs to go to each group just to make sure they have the idea of what to do and then continue to help and monitor throughout the activity.
Follow up
Once students have written seven or eight sentences, stop the activity and pass the papers from group to group. Each group should read the sentences and see if they can guess what the situation was from the sentences.
Fluency - class discussion
Open the question up and find out if students have any similar stories to tell when they have arrived somewhere to find that things were not as they should be. Help students to use the right tenses as they speak, or, so as not interrupt the flow, note down problem areas just relating to the past perfect and go over these at the end of the discussion.